Research On Middle School Teachers' Classroom Teaching Behavior Based On Data Analysis

With the development of information technology,data has had an unprecedented impact on the reform of education.As a developing country,China attaches great importance to the relationship between information technology and education.In recent years,with the increasingly in-depth integration of information,technology,data,education and teaching,how to support the development and innovation of the latter two with the help of the former three has become an important orientation of education reform research in recent years.Similarly,this problem has also promoted the development of information,technology,data and education in a reverse way The development of data.Classroom is the main form of education and teaching in China Under the background of information technology,it is of great and far-reaching significance to innovate classroom teaching behavior with the help of information technology,and guide teachers to improve their teaching,analysis and evaluation ability through the technical analysis of data,so as to effectively promote the development of education and teaching activities and innovate teachers' professional development[1].Based on the author's practice in a middle school in Nanning,this paper proposes how to use data to improve teachers' teaching ability.In order to solve this problem,21 teachers in a middle school in Nanning,including Chinese,mathematics and English,are divided into three different groups of novice teachers,competent teachers and mature teachers according to their different teaching years.The collected behavior characteristics are mainly as follows:"teachers' effective questioning","teachers' effective questioning" and "teachers' effective questioning" On the spot observation data of "four he questions" and "depth of dialogue between teachers and students".The collected data of each dimension are analyzed to master the current teaching level of teachers in the school;By comparing the national norm data,we can understand the differences between the teaching ability of teachers in this school and the national level.According to the teaching ability of teachers in the school,this paper puts forward the ways to improve teachers' classroom teaching ability,so as to provide support for improving teachers'teaching ability and professional development.In addition,according to the ability characteristics of novice teachers,competent teachers and mature teachers,this paper puts forward a dynamic model of teaching ability promotion,which provides teachers with improvement reference in the form of dynamic ability points to help teachers improve their teaching ability.In order to verify the effectiveness of the teaching ability promotion path and the dynamic model of teaching ability promotion,the questionnaire was designed and used in teaching practice,and the research objects were interviewed in-depth according to the questionnaire content to understand the realuse of the path and model.From the survey results of practical application,it is found that it is effective to improve the teaching ability of teachers.